Recent Presentations2025
May
Association for Institutional Research Forum
Equitable counts: Inclusive data analysis, data quality, and dissemination
BrckaLorenz, Allison
Association for Institutional Research Forum, Orlando, FL, 2025, May.
Institutional research and assessment that uses quantitative data faces many challenges in ensuring that data practices are equitable and inclusive. Critical approaches to quantitative data challenge traditional models, measures, and analytic processes often used in traditional quantitative research. Although a critical lens can allow us to better find areas of inequity, these approaches can be met with skepticism and misunderstandings. Participants in this session will learn about critical quantitative inquiry and how it can apply to four different areas of IR decision making: data collection, data analysis, assessing data quality, and dissemination of results. We will discuss critiques of traditional assumptions and uses of quantitative data, look at examples for how we can apply critical approaches to our work, and learn about challenges we should anticipate when using critical quantitative inquiry in IR decision making and in sharing critically derived results with others.
Full version
April
American Educational Research Association
On the Outside Looking In? Faculty Perceptions of Disciplinary Culture and Their Sense of Belonging
Hiller, S. C., Braught, E., Nelson Laird, T.
American Educational Research Association, 2025, April.
Faculty sense of belonging necessarily incorporates not only how much faculty feel they belong in their institutional community but also, even implicitly, how they feel they belong within their disciplinary community. While disciplinary differences in faculty work is studied frequently, little is known about whether and faculty perceptions of their disciplinary cultures relate to feelings of belonging. This study contributes to the literature on disciplinary cultures and sense of belonging by investigating faculty perceptions of their disciplinary cultures and faculty membersâ?? alignment with the perceptions of their disciplinary peers. Results suggest some limited connection between perceptions of disciplinary cultures and an institutionally-focused sense of belonging.
Full version
N/A
Varying Perceptions of Disciplinary Cultures: The Roles of Faculty Identities and Professional Experiences
Braught, E., Hiller, S. C., Nelson Laird, T.
American Educational Research Association, 2025, April.
Studies about disciplinary differences often assume that aspects of disciplinary cultures are experienced or perceived consistently across group members despite the socially constructed nature of disciplinary cultures. Becherâ??s (1989) and Biglanâ??s (1973a,b) seminal works on academic disciplines proposed the dimensions meant to capture dynamics that distinguished disciplinary cultures. With nearly 700 responses from faculty in 98 disciplines, this study explores faculty perceptions of cultural aspects of their discipline and how faculty membersâ?? social identities and professional experiences relate to how they perceive their disciplinary cultures and how their perceptions relate to their peers.
Full version
Equitable counts: Inclusive data analysis, data quality, and dissemination
BrckaLorenz, Allison
Association for Institutional Research Forum, Orlando, FL, 2025, May.
Institutional research and assessment that uses quantitative data faces many challenges in ensuring that data practices are equitable and inclusive. Critical approaches to quantitative data challenge traditional models, measures, and analytic processes often used in traditional quantitative research. Although a critical lens can allow us to better find areas of inequity, these approaches can be met with skepticism and misunderstandings. Participants in this session will learn about critical quantitative inquiry and how it can apply to four different areas of IR decision making: data collection, data analysis, assessing data quality, and dissemination of results. We will discuss critiques of traditional assumptions and uses of quantitative data, look at examples for how we can apply critical approaches to our work, and learn about challenges we should anticipate when using critical quantitative inquiry in IR decision making and in sharing critically derived results with others.
Full version
On the Outside Looking In? Faculty Perceptions of Disciplinary Culture and Their Sense of Belonging
Hiller, S. C., Braught, E., Nelson Laird, T.
American Educational Research Association, 2025, April.
Faculty sense of belonging necessarily incorporates not only how much faculty feel they belong in their institutional community but also, even implicitly, how they feel they belong within their disciplinary community. While disciplinary differences in faculty work is studied frequently, little is known about whether and faculty perceptions of their disciplinary cultures relate to feelings of belonging. This study contributes to the literature on disciplinary cultures and sense of belonging by investigating faculty perceptions of their disciplinary cultures and faculty membersâ?? alignment with the perceptions of their disciplinary peers. Results suggest some limited connection between perceptions of disciplinary cultures and an institutionally-focused sense of belonging.
Full version
Varying Perceptions of Disciplinary Cultures: The Roles of Faculty Identities and Professional Experiences
Braught, E., Hiller, S. C., Nelson Laird, T.
American Educational Research Association, 2025, April.
Studies about disciplinary differences often assume that aspects of disciplinary cultures are experienced or perceived consistently across group members despite the socially constructed nature of disciplinary cultures. Becherâ??s (1989) and Biglanâ??s (1973a,b) seminal works on academic disciplines proposed the dimensions meant to capture dynamics that distinguished disciplinary cultures. With nearly 700 responses from faculty in 98 disciplines, this study explores faculty perceptions of cultural aspects of their discipline and how faculty membersâ?? social identities and professional experiences relate to how they perceive their disciplinary cultures and how their perceptions relate to their peers.
Full version